Comprehend Teaching Strategies for Reading: Studies from Chinese Expert Teachers in Junior High School

• Main Authors: Shih-Han Huang, 黃詩涵
• Other Authors: Show-Lin Wang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/38507532574090487200

碩士 === 國立臺灣師範大學 === 教育學系 === 100 === The purpose of this study is to explore the Chinese expert teachers of reading teaching conception, objectives, reading teaching strategies and concrete steps, the plight of the teaching strategies implemented in response to the road, and the process of development and transformation of teaching strategies, and finally sum up the relevant factors in the development of teaching knowledge. On the basis of the purposes, the researcher invited four Chinese expert teachers of junior high school to participate in this research, then the researcher interviewed the teachers about the above topics. The researcher proposed conclusions and suggestions from data analysis and discussions. The conclusions of this study are as follow: 1.The Chinese expert teachers of junior high school in reading instruction regarded students as the main body of the classroom, with reference to each grade the cognitive level of understanding for planning appropriate reading teaching objectives. 2. The Chinese expert teachers of junior high school regarded the teaching of reading strategies with curricular text teaching as the first principles of reading instruction, and also with extra-curricular extension of the reading activities to practice and deepen reading strategies. In practice, teachers is depended on the text, use of various teaching of reading strategies flexibly, and combine reading courses with writing courses by the organic link between the read and write, play the maximum effectiveness of reading instruction. 3.The development of reading teaching strategies of the Chinese expert teachers generally attempt into three stages, which the enlightenment of the counseling group is the key influence. The continuous improvement of teachers' reading instruction is owing to the personal criticism, the self-learning ability and the practical ability. 4. The reading instruction of Chinese expert teachers in junior high school is the mix of knowledge and experience of the subjects. They can organize reading teaching materials and methods systematically, and present excellent teacher effectiveness. Their teaching of reading with a professional attitude, professional knowledge and professional growth, provide an ideal language teachers’ image.